Analysis of age differences in types of errors on the Raven's Advanced Progressive Matrices

The quest for item types based on information processing: An analysis of Raven's Advanced Progressive Matrices, with a consideration of gender differences

Investigating operation-specific learning effects in the Raven's Advanced Progressive Matrices: A linear logistic test modeling approach

Verbal overshadowing effects on Raven's advanced progressive matrices: Evidence for multidimensional performance determinants

The correlation between individual differences in working memory capacity and performance on the Raven's Advanced Progressive Matrices (RAPM) is well documented yet poorly understood. The present work proposes a new explanation: that the need to use a new combination of rules on RAPM problems drives the relation between performance and working memory capacity scores. Evidence for this account is supported by an item-based analysis of performance during standard administration of the RAPM and an experiment that manipulates the need to use new rule combinations across 2 subsets of RAPM items. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Restrictions on surgical resident shift length does not impact type of medical errors

Process differences as a function of test modifications: Construct validity of Raven's advanced progressive matrices under standard, abbreviated and/or speeded conditions – A meta-analysis

Dimensionality of the Raven's Advanced Progressive Matrices: Sex differences and visuospatial ability

Modulating fluid intelligence performance through combined cognitive training and brain stimulation

How does attention relate to the ability-specific and position-specific components of reasoning measured by APM?

A study was conducted to determine which better predicts performance among bank managers: tacit practical knowledge as assessed by the Tacit Knowledge Inventory for Managers (TKIM) or 2 psychometric measures of reasoning, the Raven's Advanced Progressive Matrices (Raven's) and the Verbal Reasoning subtest of the Differential Aptitude Test (DAT). Two hundred bank managers (43 experts and 157 nonexperts), ages 24-59 years old, participated. Increased age was associated with lower performance in Raven's and the DAT but less so in the TKIM; best performing older managers on average had high levels of tacit knowledge, although they scored lower on psychometric reasoning measures; TKIM predicted managerial skill; DAT and Raven's did not. These results suggest that stabilization of some aspects of intelligence may occur in old age. Implications of the findings for the study of practical intelligence, expertise, and compensatory abilities are discussed.

The quantification of cognitive powers rests on identifying a behavioural task that depends on them. Such dependence cannot be assured, for the powers a task invokes cannot be experimentally controlled or constrained a priori, resulting in unknown vulnerability to failure of specificity and generalisability. Evaluating a compact version of Raven's Advanced Progressive Matrices (RAPM), a widely used clinical test of fluid intelligence, we show that LaMa, a self-supervised artificial neural network trained solely on the completion of partially masked images of natural environmental scenes, achieves representative human-level test scores a prima vista, without any task-specific inductive bias or training. Compared with cohorts of healthy and focally lesioned participants, LaMa exhibits human-like variation with item difficulty, and produces errors characteristic of right frontal lobe damage under degradation of its ability to integrate global spatial patterns. LaMa's narrow training and limited capacity suggest matrix-style tests may be open to computationally simple solutions that need not necessarily invoke the substrates of reasoning.

Changes of cortical activity patterns during habituation to a reasoning test: A study with the 133Xe inhalation technique for measurement or regional cerebral blood flow

11 deaf students in a large midwestern school for the deaf were divided into gifted and nongifted groups by ratings of teachers and school administrators. There were six subjects in the gifted group (3 boys and 3 girls) and five subjects in the comparison group (3 boys and 2 girls). There was no statistically significant difference between mean raw scores of the two groups on Raven's Advanced Progressive Matrices. Also, teachers' rankings of the subjects identified as gifted did not correlate significantly with their Raven scores. Identification of gifted deaf students is too complex to be based only on teachers' ratings.

Publish (your data) or (let the data) perish! Why not publish your data too?

The mental speed—IQ relationship: unitary or modular?